Considering all of the studies I view that there is still an area of the studies that has not been explored. This area is “An Analysis on Writing
Exercises of Junior High School Book “Communicative Interactive English”For The Year VIII Of Junior High School Published By”Yrama
Widya”.
2.2. Review of the Theoretical Studies
In this part, I will present the theories that are used in conducting research. Such as learning English in Junior High School, general concept of
writing, the concept of English writing in the 2006 curriculum for Junior High School students year VIII, the description of “Communicative
Interactive English” for the year VIII of Junior High School book published by Yrama Widya, and the last is Type of Analysis.
2.2.1. Learning English in Junior High School
In 2006 English curriculum or School Based Curriculum KTSP for English subject of SDMI, SMPMTS, SMAMA2007:
277, it is stated that Language has a central role in student’s intellectual, social and emotional improvement. It is a support of
successful in learning all of the subjects. Hopefully, language learning could help the students to recognize themselves, their
culture, and the other people’s culture. Besides that, language learning also help the students are able to express their idea,
feeling, and participate in the society, even find and use their analytic skill and imaginative.
English is a means of communication, both spoken and written. Communication is to comprehend and express the
information, mind, feeling, and develop of knowledge, technology, and culture. Communication ability is defined a discourse ability
that is the ability to comprehend and create a spoken and written text that applied in four language skills. Those are listening,
speaking, reading, and writing. These four skills are used to respond or create a discourse in the society. Because of this,
English is used to improve those skills in order to make the students are able to communicate in certain English literacy.
Based on Hammond et al 1992: 09-11, literacy consists of per formative, functional, informational, and epistemic. In per
formative level, people are able to read, write, listen, and speak with the used symbol. In functional level, people are able to use
language in daily life, for examples reading a newspaper, manually or by direction. In informational level, people are able to access
knowledge with language skills. In epistemic level, people are able to express their knowledge into the target language.
According to KTSP for English subject of SDMI, SMPMTS, SMAMA 2007: 277, learning English in Junior High
School have the target, that is to make the students are able to reach
the functional level. It means SMP graduate should be able to achieve functional level for communication, spoken and written
language for problem solving in daily life. The curriculum is also intended to develop skills of communication that is the skills of
understanding andor creating spoken andor written text which are realized in four language skills: listening, speaking, writing, and
reading, in order to be able to communicate fluently and to make discourse in certain level of literacy.
Based on the explanation above, it can be concluded that the objectives of the 2006 English Curriculum for SMP are preparing
the students to compete in the global society by way of developing their communicative competence, spoken and written, and to
understand the relationship between language and culture.
2.2.2. General Concept of Writing
